First Advisor

Keywords

Abstract

This study investigates the formative experiences that nurture ecological habits of mind in youth. The study builds on the ecological habits of mind defined by Moroye and Ingman: caring, a sense of interconnectedness, and ecological integrity. A combination of methods was used in this study: in-depth phenomenologically based interviewing, and educational criticism and connoisseurship. Data collection included two interviews each with five teenagers, one interview each with the teens' mothers, photographing of artifacts, and a focus group with six additional teenagers. Observations and interpretations were filtered through ecological and aesthetic lenses.

Several key findings emerged. First, it is proposed that three qualities of ecological mindedness be added to those already defined: imagination, active engagement, and self-efficacy. Second, a review of the data revealed that the values of ecologically minded teens include relationship, commitment, and growth. Third, formative influences on the teenagers included experiences in nature (including place, play, and aesthetic experiences), experiences with animals, adult mentorship, community, peer and sibling influence, religion, and story. The aesthetic dimensions of learning (connections, risk-taking, imagination, sensory experiences, perceptivity, and active engagement) were all found to be present in the experiences of the teens; it is proposed that crafting nature-oriented learning experiences with these dimensions in mind helps to nurture ecological mindedness. This study has implications for environmental and ecological education as well as education in general, including implications for teacher education. The values and experiences of the teens help inform the recommendations that educators provide opportunities for natural aesthetic experiences as well as ecological mentoring.